Research on the development of the method for the guidance of homemaking in the education of overseas and returned children

本研究采用日本学校调查和问卷调查两种方法进行。2000年和2001年7月，我访问了三所位于台湾的日本学校。2000年9月和2001年3月，我访问了四所位于马来西亚的日本学校。每所学校都有自己的特色。在课程中给予了文化理解或地方理解的指导。二零零一年五月至六月期间，我们调查了17所补习学校的家庭生活及对家务的看法。幼儿对家政课程的认知度较低。在2002年2月至12月期间，调查了26所学校的归国儿童和正常儿童的家庭生活和对家庭生活的看法。每所学校的特色变得清晰起来。对回国儿童家政教师提供家政教学的现状进行了调查，半数教师在教学时有意识。他们认识到，对家务的关心程度和理解程度与正常儿童相比都没有改变。我于2002年11月至2003年2月对日本67所学校的家政课程的教学环境进行了调查。家政教师在自身专业和课时减少方面存在问题。此外，他们还根据当地的生活方式设计了家政课程的教材。在收集数据的基础上，正在构建一年的教学计划数据库。从多个方面观察了海归儿童的教育情况。清晰地展示了家政教师如何在家政学习中体现海外生活经历和文化理解。

This research was performed by two methods, the survey of a Japanese school and questionnaire investigation.1. I visited three Japanese schools situated in Taiwan in July 2000 and 2001. I visited four Japanese schools situated in Malaysia in September 2000 and March 2001. Each school had its own characteristics. Instruction of cultural understanding or local understanding was given in the lessons.2. Home life and views on homemaking were investigated in 17 supplementary tuition schools from May to June 2001. The children's awareness of the homemaking course was low.3. Home life and views on homemaking were investigated for the returned children and the normal children of 26 schools in February to December 2002. The special characteristics of each school became clear.4. The present condition of homemaking instruction provide to the homemaking teachers who teach the returned children was also investigated Half of the teachers were conscious when teaching. They recognized that neither the degree of concern nor comprehension of homemaking was changed from the normal children.5. I investigated the educational environment of the homemaking course of 67 Japanese schools from November 2002 to February 2003. The homemaking teacher had problems of their own specialty and in the reduction of school hours. Moreover, they devised teaching materials for the homemaking course based on the local lifestyle. A database for-a-year instruction plan is under construction on the basis of the collected data.The education of overseas and returned children was observed from many sides. It was shown clearly how the homemaking teacher could reflect overseas life experience and cultural understanding in homemaking study.